Abstract
Learning to learn (LTL) is a key competence (European Commission [EC], 2006, 2018). Building it into the educational system requires a solid theoretical model that researchers share, but there is currently a lack of agreement among academics. This work aims to check the theoretical model proposed by the research team against the opinions of key informants. This model has five dimensions — cognitive, metacognitive, affective-motivational, social-relational, and ethical — as well as twenty subdimensions. The first three dimensions come from the literature about strategic and self-regulated learning and have been present since research into this topic began. The fourth comes from the social-cognitive approach and has more recently been added into explanatory models. The fifth one is an original contribution by this group. Our research focusses on the university setting and the aim of the present work is to verify our model with some of the key informants involved in the process (students, teachers, professionals, and employers). A qualitative methodology was used, featuring twelve discussion groups, one for each group in the three participating universities (N = 67). The participants were asked a general question about LTL and then their contributions were recorded. These contributions were then transcribed and processed using Atlas ti.8. to compare them with the theoretical model. The presence and importance of established dimensions and subdimensions was analysed, considering the frequency of comments and their connections and interrelationships. The results corroborated the model proposed by the research team: all the dimensions and almost all of the subdimensions appeared in the participants’ comments. The next stage in the research process is to develop a standardised assessment instrument, based on the model, so it can be statistically validated with university students.
This is the English version of an article originally printed in Spanish in issue 276 of the revista española de pedagogía. For this reason, the abbreviation EV has been added to the page numbers. Please, cite this article as follows: Gargallo López, B., García-García, F. J., López-Francés, I., Jiménez Rodríguez, M. Á., & Moreno Navarro, S. (2020). La competencia aprender a aprender: valoración de un modelo teórico | The learning to learn competence: An assessment of a theoretical model. Revista Española de Pedagogía, 78 (276), 187-211. doi: 10.22550/REP78-2-2020-05
Referencias | References
Allal, L. (2011). Pedagogy, didactics and the coregulation of learning: a perspective from the French-language world of educational research. Research Papers in Education, 26 (3), 329-336.
Bandura. A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.
Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1 (2), 100-112.
Brannen, J. (2017). Mixing methods: qualitative and quantitative research. London: Routledge.
Caena, F. (2019). Developing a European Framework for the Personal, Social & Learning lo Learn Key Competence. Luxemboug: Publications Office of the European Union. Retrieved from https:// bit.ly/2vBzK8A (Consulted on 2019-10-10).
Cortina, A. (2013). ¿Para qué sirve realmente la ética? Barcelona: Paidós.
Creswell, J. W. (2010). Mapping the developing landscape of mixed methods research. In Handbook of mixed methods in social and behavioral research. Second Edition (pp. 45-68). Thousand Oaks, CA: Sage.
Danserau, D. F. (1985). Learning Strategy Research. In H. F. O’Neil (Ed.), Learning Strategies (pp. 209-240). New York: Academic Press.
De Reuyter, D., & Schinkel, A. (2017). Ethics education at the university: from teaching an ethics module to education for the good life. Bordón. Revista de Pedagogía, 69 (4), 125-138. doi: 10.13042/Bordon.2017.690409
Deakin Crick, R., Stringher, C., & Ren, K. (2014). Learning to Learn: International perspectives for theory and practice. London: Routledge.
Denzin, N., & Lincoln, Y. S. (Eds.) (2006). The Sage Handbook of Qualitative Research. Thousand Oaks, CA: Sage.
EI-ESU (2012). Bologna with student eyes 2012. Retrieved from https://www.esu-online.org/ wp-content/uploads/2016/07/BWSE2012-online1. pdf (Consulted on 2019-10-06).
European Commission (EC) (2006). Recomendación del Parlamento Europeo y del Consejo de 18 de diciembre de 2006 sobre competencias clave para el aprendizaje permanente. Retrieved from https:// bit.ly/2QNgYmo (Consulted on 2020-03-26).
European Commission (EC) (2018). Anexo de la Propuesta de Recomendación del Consejo relativa a las competencias clave para el aprendizaje permanente. Retrieved from https://goo.gl/YD9pDw (Consulted on 2019-10-06).
Flavell, J. H., & Wellman, H. M. (1977). Metamemory. In R. V. Kail Jr. & J. W. Hagen (Eds.), Perspectives on the development of memory and cognition (pp. 3-33). Hillsdale: LEA.
Gargallo López, B., Pérez-Pérez, C., García-García, F. J., Giménez Beut, J. A., & Portillo Poblador, N. (2020). La competencia aprender a aprender en la universidad: propuesta de modelo teórico. Educación XX1, 23 (1), 19-44, doi: https://doi. org/10.5944/educxx1.23367
González, J., & Wagenaar, R. (2006). Tuning Educational Structures in Europe II. La contribución de las universidades al proceso de Bolonia. Bilbao: Universidad de Deusto. Retrieved from http://www.deusto-publicaciones.es/deusto/pdfs/ tuning/tuning04.pdf (Consulted on 2019-10-04).
González-Geraldo, J. L., Jover, G., & Martínez, M. (2017). La ética del aprendizaje servicio en la universidad: una interpretación desde el pragmatismo. Bordón. Revista de Pedagogía, 69 (4), 63-78. doi: 10.13042/ Bordon.2017.690405
Grace, S., Innes, Ev., Patton, N., & Stockhausen, L. (2017). Ethical experiential learning in medical, nursing and allied health education: A narrative view. Nurse Education Today, 51, 23-33.
Grupo de trabajo de Bolonia sobre marcos de cualificaciones (2005). Informe sobre: un marco de cualificaciones para el espacio europeo de educación superior. Retrieved from http://www. unizar.es/eees/doc/Marco_cualificaciones.pdf (Consulted on 2020-03-03).
Hautamäki, J., Arinen, P., Eronen, S., Hautamäki, A., Kupiainen, S., Lindblom, B., Scheinin, P. (2002). Assessing Learning-to-Learn: A Framework. Helsinki: Centre for Educational Assessment, Helsinki University/National Board of Education.
Hautamäki, J., & Kupiainen, S. (2014). Leaning to learn in Finland: Theory and policy, research and practice. In R. Deakin Crick, C. Stringher, & K. Ren (Eds.), Learning to learn (pp. 179- 200). London and New York: Routledge.
Hoskins, B., & Deakin Crick, R. (2010). Competences for learning to learn and active citizenship: different currencies or two sides of the same coin? European Journal of Education, 45 (1). doi: https:// doi.org/10.1111/j.1465-3435.2009.01419.x
Hoskins, B., & Fredriksson, U. (2008). Learning to learn: what is it and can it be measured. Ispra: European Commission. Joint Research Centre, Institute for the Protection and Security of the Citizen. Centre for Research on Lifelong Learning (CRELL).
Jornet Meliá, J. J., García-Bellido, R., & González- Such, J. (2012). Evaluar la competencia aprender a aprender: una propuesta metodológica. Profesorado. Revista de currículum y formación del profesorado, 16 (1), 103-123.
Kagan, S. (1990). Cooperative learning resources for teachers. San Juan de Capistrano, CA: Resources for Teachers.
Kass, M., & Faden, R. R. (2018). Ethics and learning health care: the essentials roles of engagement, transparency, and accountability. Learning Health Systems, 2 (4), 1-3. doi: https://doi. org/10.1002/lrh2.10066
Kupiainen, S., Hautamäki, J., & Rantanen, P. (2008). EU pre-pilot on learning to learn: Report on the compiled data, 2008-1190/001- 001 TRA-TRINDC. Bruselas: Comisión Europea.
Merriam, Sh. B., & Grenier, R. S. (Eds.) (2019). Qualitative research in practice: examples for discussion and analysis. San Francisco: Jossey- Bass.
Moreno, A., Cercadillo, L., & Martínez, M. (2008). Learn European Project. Pre-Pilot Study National Report. Madrid: Ministerio de Educación, Cultura y Deporte.
Moreno, A., & Martín, E. (2014). The Spanish approaching to learning to learn. In R. Deakin Crick, C. Stringher, & K. Ren, Learning to learn (pp. 196-213). London and New York: Routledge.
Muñoz-San Roque, I., Martín-Alonso, J. F., Prieto- Navarro, L., & Urosa-Sanz, B. (2016). Autopercepción del nivel de desarrollo de la competencia de aprender a aprender en el contexto universitario: propuesta de un instrumento de evaluación. Revista de Investigación Educativa, 34 (2), 369-383.
Panadero, E. (2017). A Review of Self-Regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8 (422), 1-28.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16 (4), 385-407.
Shaver, J. P. (Ed.) (1991). Handbook of research on social studies teaching and learning. New York, NY: Maxwell Macmillan International.Schmeck, R. R. (1988). Learning strategies and learning styles. Nueva York: Plenum Press.
Stringher, C. (2014). What is learning to learn? A learning to learn process and output model. In R. Deakin Crick, C. Stringher, & K. Ren (Eds.), Learning to learn (pp. 9-32). London and New York: Routledge.
Thoutenhoofd, E. D., & Pirrie, A. (2013). From self-regulation to learning to learn: observations on the construction of self and learning. British Educational Research Journal, 41 (1), 72-84.
Villardón-Gallego, L., Yániz, C., Achurra, C., Iraurgi, I., & Aguilar, M. C. (2013). Learning competence in university: development and structural validation of a scale to measure. Psicodidáctica, 18 (2), 357-374.
Weinstein, C. E. (1987). LASSI User’s Manual. Clearwater, FL: H&H and Publishing Company.
Weinstein, C. E. (1988). Assessment and training of student learning strategies. In R. R. Schmeck (Ed.), Learning strategies and learning styles (pp. 291-316). New York: Plenum Press.
Weinstein, C. E., Husman, J., & Dierking, D. (2002). Self-Regulation Interventions with a focus on learning strategies. In M. Boekaerts, P. R. Pintrich, & M. Zeinder, Handbook of Self-regulation (pp. 727-747). San Diego: Academic Press.
Weinstein, C. E., & Mayer, R. E. (1985). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 315-327). New York: MacMillan.
Wolf, N. H., & Silver, Ch. (2017). Qualitative analysis using Atlas.ti. New York: Routledge. Yip, M. C. W. (2012). Learning strategies and self-efficacy as predictors of academic performance: a preliminary study. Quality in Higher Education, 18 (1), 23-34.
Zimmerman, B. J. (2000). Attaining self-regulation: a social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13-40). San Diego, CA: Academic Press.
Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: a social cognitive career path. Educational Psychologist, 48, 135-147.
Zimmerman, B. J., & Moylan, A. R. (2009). Selfregulation: where metacognition and motivation intersect. In J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of Metacognition in Education (pp. 299-315). New York: Routledge.
Author Biography
Bernardo Gargallo López has a doctorate in Philosophy and Educational Sciences from the Universidad de Valencia where he is Professor of Theory of Education. National First Prize in Educational Research in 2000 and 2002. His current research interests and the competitive projects he has directed focus on teaching and learning at university. He is head of the GIPU-EA research group.
https://orcid.org/0000-0002-2805-4129
Fran J. García-García is a Research Trainee in the Department of Theory of Education, Universidad de Valencia, with a grant for University Teacher Training (FPU) from Spain’s Ministry of Education, Culture and Sports (FPU17/00156). Winner of the Special Master’s Prize for Special Education. His most recent works have been on university pedagogy and students’ learning in higher education.
https://orcid.org/0000-0002-6267-0080
Inmaculada López Francés has a doctorate in Education from the Universidad de Valencia and is an Assistant Professor. Degree and doctoral prizes from the Universidad de Valencia. Her research interests include sexual, affective, and identity diversity, and gender and university teaching.
https://orcid.org/0000-0003-1178-9054
Miguel Ángel Jiménez Rodríguez has a doctorate in Philosophy and Educational Sciences from the Universidad de Valencia. Special Degree Prize. Associate Professor at the Universidad Católica de Valencia. He has been Vice-Dean for Educational Psychology, Primary School Teaching, and Social Education. Director of the Educa-Acción lifelong learning centre at the same University. Member of the GIPU-EA research group. He has a long research career in the field of competences.
https://orcid.org/0000-0002-1550-6157
María Salomé Moreno Navarro is an Architect and University Specialist in University Pedagogy at the Universidad Politécnica de Valencia, where she is a Professor of Practice. She collaborates on competitive projects with the GIPU-EA research group and has participated in two Universidad Politécnica de Valencia Innovation and Improvement projects.
Citación recomendada | Recommended citation
Gargallo, B., García, F. J., López, I., Jiménez, M. A., & Moreno, S. (2020) . The learning to learn competence: An assessment of a theoretical model. Revista Española de Pedagogía, 78(276). https://www.revistadepedagogia.org/rep/vol78/iss276/17
Licencia Creative Commons | Creative Commons License
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
